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Preface | |
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Acknowledgments | |
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What Is Pedagogical Research? | |
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Multidisciplinary Roots of Pedagogical Research | |
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Examining Definitions of Scholarship | |
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The Other SoTL: Action Research and Teacher Research | |
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Beginnings | |
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Why Is Pedagogical Research Important? | |
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A Teaching Hierarchy | |
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A Caveat | |
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How Can Pedagogical Research Be Useful to You? | |
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Pedagogical Research: Focussing on the Teaching | |
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Assessing Our Teaching Effectiveness | |
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What Can We Learn from the “Best” College Teachers? | |
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Creating your Teaching Philosophy Statement | |
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How Do I Teach? | |
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Using Teaching Inventories | |
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Determining Your Teaching Goals | |
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Assessment Tools | |
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Alternative Classroom Assessment Techniques | |
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Teaching Portfolios | |
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Learning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program | |
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Developing Your Research Ideas and Questions | |
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Focus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique | |
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Applying the Findings of Your Pedagogical Research: Using General Principles of Learning to Making Changes to Your Teaching Strategies | |
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Sharing Your Findings and Connecting with Others in the Field | |
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Conclusion | |
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Appendix: Examples of Discipline-Specific SoTL Journals | |
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Pedagogical Research: Focussing on Learning | |
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What Do You Want to Find Out? | |
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What Do We Know about How Students Learn? | |
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Student Engagement: If You Engage Them, They Will Learn | |
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How Can You Investigate Your Students’ Learning? | |
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How Do Students Study? | |
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Metacognition | |
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Measuring Study Behaviors | |
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Can You Improve Study Skills? | |
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Key Psychological Factors Influencing Learning | |
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Designing Your Research: How Do You Study Your Students’ Learning? | |
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Measuring How Performance on Your Assessments Vary | |
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Guidelines for Human Research Participants in SoTL | |
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A Further Note on Ethics | |
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Conclusions | |
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Appendix: Questions on How to Make Cognitive Research Available to Educators | |
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Is It Significant? Basic Statistics | |
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Why Do We Need to Analyze Our Classroom Data? | |
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Qualitative or Quantitative? That Is the Question | |
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Setting the Stage: Important Background for Measurement and Analyses | |
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Two Main Forms of Statistical Analyses: Descriptive Analyses | |
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Watching Your Curves | |
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Inferential Statistics | |
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Software Options | |
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Calculating Descriptive Statistics | |
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Calculating Inferential Statistics | |
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Kicking It Up a Notch: Testing Multiple Factors | |
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Conclusions | |
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Pedagogical Research as Scholarship: Resources for Success | |
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Developing a Center with a Focus on SoTL | |
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Determining Needs on Your Campus | |
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Determining Your Goals: What Is the Purpose of the Center? | |
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Guiding Principles when Creating a New Center | |
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Creating Programming Initiatives to Achieve Your Goals | |
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Mentoring Programs | |
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SoTL and Tenure and Promotion | |
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The Role of Assessment | |
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Sources for SoTL Support or Funding | |
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What Else Is Available through Faculty Development Centers? | |
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Potential Challenges Identified by Those Who Have Come Before You | |
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Appendix: Useful References | |
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References | |
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Index | |